History of the United States of America, designed for schools

Front matter

I

REVISED EDITIOIT, 1 8 6 S.

HISTORY

Preface

To commune with the great and mighty dead — to turn our thougnts backward along the path of time, and call from their silent graven the buried heroes of the past, and people with their living forms those old battle fields where freemen, under the protection of the God of Heaven, fought, not for a crown, but for liberty — is an employment both pleasing and instructive.

All history is instructive, but that of our own country is peculiarly interesting. The actors in its earliest periods, and in its revolutionary struggle, were meo of patriotism, virtue, and religion. Rising above the selfish feelings of human nature, they planned and acted, not for themselves alone, but for their country, and the unborn millions who were yet to tread its soil. Believing in the overruling providence of God, they were not ashamed to look to Him for direction, nor to lean on his arm for support. Convinced that no people could flourish without a proper training of the mind, they early turned their attention to schools and colleges, believing them to be the nurseries ot freedom.

The study of American history not only unites us more closely, and with stronger love to our free institutions, but it ennobles the mind by tne lessons of virtue and patriotism which are given in the teachings and examples of our fathers. The whole course of the American Revolution shows but one traitor. The infamy which is forever attached to the name of Arnold, is a sufficient warning to youth not to follow in his footsteps.

There are a few points, which I think have been neglected, or too lightly passed over, in all the histories of our country with which 1 am acquainted. One of these is, a particular notice of the direct interposition of Providence, so often displayed in oar history.

This fault I have endeavored to shun. While it has been my object

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PREFACE.

to present a correct historical chain of events, in a style pleasing to tne young, I have also endeavored to impress on them the important fact, that their fathers were working out the great designs of God, and were aided by him in their glorious consummation.

As undoubted remains of a civilized people, inhabiting America before the Indians, are scattered over the country, I have thought proper to devote an introductor)'' chapter describing their appearance, locality, and the various opinions respecting them.

In another chapter is given an epitome of the different Indian families, with a notice of their languages, manners, and customs.

As this history has been compiled for educational purposes, I have endeavored to make the plan striking and simple, and to adapt my style to the minds and feelings of intelligent youth.

In selecting my plan, three great epochs presented themselves as proper to be noticed particularly. The first presenting a picture of our country from its discovery by Columbus, during its colonial history. A clear outline is here given ; but much matter of a dry and prolix character, usually introduced in school histories with little effect, has been omitted. A dislike to an entire book has sometimes been produced, by crowding into this epoch a collection of isolated facts, which the young mind has struggled in vain to connect. If we succeed in enlisting their feelings in the commencement, the grand events which follow will surelv enchain them, and our point is gained.

The second epoch presents the story of the Revolutionary War. ft .m the Declaration of Independence, until the adoption of the Federal Constitution. I have endeavored faithfully to describe the most important of those thrilling events which cluster around this period.

It is strange, that while in many school histories the colonial period is tediously minute, the long struggle of a whole people for liberty, with a mighty nation, is briefly recorded.

In the third and last epoch, each administration is separately noticed, from the commencement of the Federal Government until the year 1866. A. concise biographical sketch of each President is given, that oui American youths may know, who were their rulers, and associate kind and noble thoughts of them, with the story of their public acts while in office. This has never been introduced in any of our school books, and, as a body, our children are strangely ignorant of the character of those §?eat men.

This is evidently a defect which should be remedied; for American children, above others, should early be taught, ,n connection with the principles of a republican government, the fact, that most of these venerable and beloved men, were once children in humble life, and that they

PREFACE.

Vll under Providence, by their own exertions and their virtues, arose to the highest station in the gift of their country.

The eyes of the civilized world are on America. They are narrowly watching all her operations, and scanning her motives of action. From this land of freemen an influence pervades the globe. Much is expected from the American youth, and a deep responsibility rests on their guardians and instructors.

Next to the Bible, no book is better adapted to teach lessons of importance, both to the heart and intellect, than a faithful history of God's dealings with our countrymen. A strange indifference to the study of American history is manifested throughout our land; and it is time that a better state of things existed. It is surprising how many schools of high standing entirely exclude it from their classes. Histories of classic Greece and Rome are mastered, those of England and France are not forgotten, but American history is regarded as a simple elementary subject, unworthy the study of an advanced scholar. This is a fact beyond dispute.

In relating the history of the Americans, our ancestors, I do not wish to throw into the shade the merits of any other nation. I would have all history faithfully studied and remembered. It is worthy the time and talent of every immortal mind. History is a harp whose strings are swept by the hand of Time. It tells us of the birth of creation — the uprising of empires — the passing away of mighty nations — it sounds in our ears the events which lie scattered along the path of life. Its notes tremble mournfully over the graves of greatness and virtue entombed. Its tones are ever varying, and will be heard until Time severs the strings, as they are sounding the requiem of the world, and historv is no more !

NOTE TO TEACHERS.

The questions on the margin are only intended as leading ones, lo answer which, however, a knowledge of the whole subject is necessary. These questions can be altered and others suggested, at the pleasure of the teacher. Great pains have been taken to make the Chronology as correct as possible. To avoid confusion, all the dates have been given in ISew Style. This History is not only intended for a recitation book, but to be used in reading classes. The events forming a connected chain, a habit of attention will be elicited, and much historical knowledge gained. A plan similar to this, I have pursued in a long course of teaching, with decided advantage.

Contents

Pwe- American Antiquities 13—45 division of the Work 70

Chapter I. Early Discoveries

CJolumbus — Sebastian Cabot — Alonzo de Ojeda — Contereal — Cartier — Ponce de Leon — Ferdinand de Soto — Coligni — Gilbert — Sir Walter Raleigh — Bartholomew Gosnold— Capt. John Smith — London Company 70 — 84